PANDAS for teachers
My child suffers from a neurological disorder caused by post infectious encephalitis caused by a neurological autoimmune disorder—P.A.N.D.A.S. This disorder has both physical and psychological manifestations that affect my child’s education. P.A.N.D.A.S. is a disorder that waxes and wanes over short and long periods of time. It should be noted that many of the manifestations arise from a lack of stamina due to the illness.
My child also takes a variety of medication to control symptoms—several of which have side effects that also affect his abilities in the classroom.
The following is a list of physical attributes that my child displays when he is actively within the disorder:
1. Pale, wan face 6. Loss of motor coordination
2. Red cheeks 7. Exhaustion
3. Enlarged pupils 8. Tics
4. Slack facial muscles 9. OCD
5. Statements of illness
Behavioral manifestations due to illness
1. Fight or flight response to sudden stimuli 4. Lack of short term memory
a. Sudden loud noises 5. Fidgeting
b. Unexpected touch 6. Disorientation
c. Surprise 7. Confusion
d. Yelling 8. Reduced decision making abilities
e. Harsh verbal tones 9. Loss of time and memory during events
f. Too many people in a small space
2. Staring into space
3. Poor stamina also results in attentional issues
Description of Tics
1. Breathing—sounds like he isn’t getting oxygen
2. Full body—looks like a seizure with most muscles of his body involved
3. Random movements—tapping, wiggling
4. Staring into space
OCD behaviors
1. When given a schedule, my child has difficulty deviating from it.
2. His body must “feel” exactly right.
3. He must complete one assignment before moving to the next.
4. Picks at blemishes on skin in order to make skin smooth.
Self-calming strategies
1. Water from his own container
2. Walking
3. Nurse or counselor visit
4. Calling parent from a safe location
5. Quiet refuge such as counselor’s office or unused classroom
Accommodations that will help My child be successful in your class. He should be allowed to complete only what he is physically and mentally able to accomplish in a given class period.
1. Extra supplies in each teacher’s classroom. Parent will provide paper, pens and pencils for each classroom.
2. Work left in classroom when incomplete and expected to be completed in a later class period.
3. Limit the amount of work expected in 1 class period.
4. Eliminate crosswords, word finds, and other assignments that are visually confusing
5. Give oral and written instructions one step at a time—7-10 word increments is currently working.
6. Remove as many distractions as possible
a. Too much on the board or paper
b. Too close to peer seating
c. Too many things in his hand at one time
7. Allow transition time between activities in the classroom and between classes.
8. Unlimited access to water, nurse/counselor and restroom
9. Shorten all assignments by 50%. There may be days that he can do more—that is our goal.
10. Monitor for my child’s stamina—use the list of physical manifestations to determine Thomas’ ability to do the work in your classroom
11. Allow break when stamina wanes
12. Provide parent with an electronic copy of worksheets, reviews, projects so that we can assist you in providing repetition of concepts at home.
As you work with my child, if you observe changes in his behaviors, work habits, or any changes at all please email one or both parents. Any information you can provide helps us in tracking and treating his disorder. Also, if you have concerns or questions, please feel free to contact either of us.
Thank you
Parents
My child also takes a variety of medication to control symptoms—several of which have side effects that also affect his abilities in the classroom.
The following is a list of physical attributes that my child displays when he is actively within the disorder:
1. Pale, wan face 6. Loss of motor coordination
2. Red cheeks 7. Exhaustion
3. Enlarged pupils 8. Tics
4. Slack facial muscles 9. OCD
5. Statements of illness
Behavioral manifestations due to illness
1. Fight or flight response to sudden stimuli 4. Lack of short term memory
a. Sudden loud noises 5. Fidgeting
b. Unexpected touch 6. Disorientation
c. Surprise 7. Confusion
d. Yelling 8. Reduced decision making abilities
e. Harsh verbal tones 9. Loss of time and memory during events
f. Too many people in a small space
2. Staring into space
3. Poor stamina also results in attentional issues
Description of Tics
1. Breathing—sounds like he isn’t getting oxygen
2. Full body—looks like a seizure with most muscles of his body involved
3. Random movements—tapping, wiggling
4. Staring into space
OCD behaviors
1. When given a schedule, my child has difficulty deviating from it.
2. His body must “feel” exactly right.
3. He must complete one assignment before moving to the next.
4. Picks at blemishes on skin in order to make skin smooth.
Self-calming strategies
1. Water from his own container
2. Walking
3. Nurse or counselor visit
4. Calling parent from a safe location
5. Quiet refuge such as counselor’s office or unused classroom
Accommodations that will help My child be successful in your class. He should be allowed to complete only what he is physically and mentally able to accomplish in a given class period.
1. Extra supplies in each teacher’s classroom. Parent will provide paper, pens and pencils for each classroom.
2. Work left in classroom when incomplete and expected to be completed in a later class period.
3. Limit the amount of work expected in 1 class period.
4. Eliminate crosswords, word finds, and other assignments that are visually confusing
5. Give oral and written instructions one step at a time—7-10 word increments is currently working.
6. Remove as many distractions as possible
a. Too much on the board or paper
b. Too close to peer seating
c. Too many things in his hand at one time
7. Allow transition time between activities in the classroom and between classes.
8. Unlimited access to water, nurse/counselor and restroom
9. Shorten all assignments by 50%. There may be days that he can do more—that is our goal.
10. Monitor for my child’s stamina—use the list of physical manifestations to determine Thomas’ ability to do the work in your classroom
11. Allow break when stamina wanes
12. Provide parent with an electronic copy of worksheets, reviews, projects so that we can assist you in providing repetition of concepts at home.
As you work with my child, if you observe changes in his behaviors, work habits, or any changes at all please email one or both parents. Any information you can provide helps us in tracking and treating his disorder. Also, if you have concerns or questions, please feel free to contact either of us.
Thank you
Parents